SOAPTone

SOAP the Document:  Making Primary Source Documents
Come Clean!

Source

Who wrote the document?

What is the author’s background/point of view?

Whose point of view, given the topic, is
missing?

Do you consider the source a reliable one on this topic?  Why/why not?

Occasion

When was the document written?

What does the date of the document tell you about its content?

What other historical events were going on during this time?

Audience

To whom is the author writing?

What type of document is this (diary entry, personal letter, public speech,
etc.)?

Does the private/public nature of the document inform you about its content
(is the author sharing private thoughts, making a public pronouncement,
etc.)?

Purpose
Why was the document written?  What is the purpose of the document?

What is the document saying?

Tone

What is the attitude of the speaker?

Friday

Tomorrow - on Friday, you will have a quiz on chapter 20.  You have the pre-quiz guides.  Make sure you review and study!

Unit 6

AP World History – UNIT 6
Learning Goal: Students will be able to analyze and evaluate the accelerating global change and realignments through the 20th century.
4	Students will be able to analyze and evaluate the accelerating global change and realignments through the 20th century and make comparisons to other time periods.
3	Students will be able to analyze and evaluate the accelerating global change and realignments through the 20th century.
2	Students will be able to explain the accelerating global change and realignments through the 20th century.
1	Student will be able to recognize the accelerating global change and realignments through the 20th century.
Key Concepts: ·     Science and the environment ·     Global conflicts and their ·     New conceptualizations of global economy, society, and culture UNIT SIX: Acceleration Global Change and Realignments PERIODIZATION: 1900 to present Class Time: 5 weeks Reading: Ways of the World chapters 21-24 KEY CONCEPTS: 6.1  Science and the Environment 1.    Rapid advances in science spread assisted by new technology 2.    Humans change their relationships with the environment 3.    Diseases, scientific innovations, and conflict led to demographic shifts 6.2  Global Conflicts and Their Consequences 1.    Europe’s domination gives way to new forms of political organization 2.    Emerging ideologies of anti-imperialism contribute to dissolution of empires 3.    Political changes accompanied by demographic and social consequences 4.    Military conflicts escalate 5.    Individual and groups oppose, as well as, intensify conflicts 6.3  New Conceptualization of Global Economy, Society, and Culture 1.    States, communities and individuals become increasingly interdependent 2.    People conceptualize society and culture in new ways 3.    Popular and consumer culture become global Topics for discussion: Crisis and Conflict in Early 20th Century: Anti-Imperial Movements, World War I, Russian, Chinese and Mexican Revolutions, Depression, Rise of Militaristic and Fascist Societies, World War II; Internationalization: Decolonization, the Cold War, International Organizations, the Post-Cold War, World Globalization Assignments: 1)   Writing - Students will continue work on how to write essays. Possible prompts include questions from previous released AP exams: Compare the notion of the “East” and the “West” in Cold War ideology; DBQ- Muslim Nationalist Movements; Choose two revolutions (Russian, Chinese, Cuban, Iranian) and compare their effects on the roles of women; Compare the causes and effects of the World Wars on areas outside of Europe; Compare legacies of colonialism and patterns of economic development in two of the following regions: Asia, Latin America, Africa; Compare patterns and results of decolonization in Africa and India 2)   Timeline – students will create a timeline for the period connecting events by relationships between the causes and consequences of the events. 3)   Reflective Blog – on blogs students will write reflective commentary considering social movements during this era and its connection to the larger story of the world. Go HERE

Unit 5

Industrial Revolution, Imperialism, Global Capitalism, and Revolutions.

Today we are going to go over the following areas:

GSPRITE OR GRAPES

North and South America (outline it) - The United States, Mexico, Haiti, Brazil

Europe (outline it) - Great Britain, France, Belgium, Germany

Asia (outline it) - think Ottoman Empire, China, Japan (and India?)

Africa (outline it) - South Africa, the Congo, etc.

Tuesday

GSPRITE or GRAPES

Geography	Where did they live (continent/region/main geographic land forms/main bodies of water)?  What did they use in the environment to live? How did their environment affect their way of life?  How did they adapt to/attempt to regulate their environment?  Were they isolated or did they come into contact with other groups?  Agriculture—what did they grow based on their environment?
Religion	What/Who did they worship?  Where did they worship?  What did they believe/not believe in?  Religious leaders?  Holy books?  Ceremonies/rituals?  Unique features of their religion?
Achievements	What did they invent?  Written language?  Philosophy?  Intellectual achievements?  Technological advancements?  What tools, if any, did they use?  Take note of their unique forms of art, customs, sports, dress, language, music, dance, foods, celebrations, architecture.
Politics	What form of government did they have?  Who was in charge?  Did people vote?  Did they have warfare?  What form of political organization did they have (city-states, nations, empires)?  Did they have written laws?  Court system?  What types of political documents did they utilize?  Did they make treaties with other groups?
Economics	Did they have a class structure?  What jobs did they perform?  How did they make a living?  What type of economy did they have?  Did they trade with others?  Did they use money?  If not, how did they trade with others?
Society	What were acceptable roles for men and women?  Did they have a rigid class structure (slaves, priests, kings)?  Did they live in family units?  What were the roles and responsibilities assigned to each member of the family?  Did they interact with other groups?  If so, how?  Were there minorities?  If so, how were they treated?  Anything else unique about their way of life?

Monday

 

AP World History – UNIT 5

Learning Goal: Students will be able to analyze and evaluate the effects of industrialization and global integration from 1750 to 1900.

Today we are going to finish reading the review section on the Ottoman Empire, China, and more.  Homework is to finish the Crash Course questions at the bottom of this page.

 

Name: ________________________________  Period: ______  Date: ____________________

Crash Course #34: Samurai, Daimyo, Matthew Perry, and Nationalism

This video highlights two key concepts:

Key Concept 5.2. Imperialism and Nation-State Formation

As states industrialized during this period, they also expanded their existing overseas colonies and established new types of colonies and transoceanic empires. Regional warfare and diplomacy both resulted in and were affected by this process of modern empire building. The process was led mostly by Europe, although not all states were affected equally, which led to an increase of European influence around the world. The United States and Japan also participated in this process. The growth of new empires challenged the power of existing land-based empires of Eurasia. New ideas about nationalism, race, gender, class, and culture also developed that facilitated the spread of transoceanic empires, as well as justified anti imperial resistance and the formation of new national identities.

Key Concept 5.3 Nationalism, Revolution, and Reform

The eighteenth century marked the beginning of an intense period of revolution and rebellion against existing governments, and the establishment of new nation-states around the world. Enlightenment thought and the resistance of colonized peoples to imperial centers shaped this revolutionary activity. These rebellions sometimes resulted in the formation of new states and stimulated the development of new ideologies. These new ideas in turn further stimulated the revolutionary and anti-imperial tendencies of this period.

1.     Preview the video viewing questions.

2.     Watch “Crash Course #34: Samurai, Daimyo, Matthew Perry, and Nationalism” without taking any notes.

3.     Watch “Crash Course #34: Samurai, Daimyo, Matthew Perry, and Nationalism” a second time.  Pause the video as needed so that you can answer the questions.

Study Guide Questions

1.     In the introduction, why does John Green connect nationalism with inaccurate globes? [ HINT: Consider the former countries of that Green mentions USSR, Rhodesia, South Vietnam, Sudan with no South Sudan, Yugoslavia, Slovakia, and East Pakistan, Lithuania as part of Asia]

2. Which country is each nationalist leader/s or institution identified with?

A. Otto von Bismarck

B. Giuseppe Garibaldi & Giuseppe Mazzini

C. Mustafa Kemal Atatürk

D. Muhammad Ali

E. Indian National Congress

F. Abraham Lincoln

G. Daimyo

3.     What are the characteristics of a modern nation-state, according to John Green?

4.     What factors contributed to the rise of nationalism worldwide?

5.     Describe three conflicts in the nineteenth century that united people under a common national identity.

a.

b.

c.

6.     How did rising nationalisms contribute to the breakdown of the Ottoman Empire?    [CC provides 3 examples]  

a.

b.

c.

7.     Describe the Tokugawa period in Japan.

8.     What two foreign events led to the downfall of the Tokugawa?

a.

b.

9.  How did Meiji Japan build a modern nation state capable of resisting Western

 imperialism?

10. How did the Japanese people initially react to the Meiji government?

11. What are some of the negative consequences of nationalism that John Green hints at during the clip?